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This study empirically examined the antecedents of verbal and physical assaults on managers perpetrated by subordinate employees. A model was presented and hypotheses developed that were tested with data obtained through the content analysis of published arbitration decisions. The findings indicated that such assaults were more likely to be verbal than physical, preceded by aversive treatment, and targeted at managers directly involved in the negative outcomes. Additionally, the severity of the incident varied across the different types of triggering events. Individuals who had been aggressive in the past but had not been disciplined were more likely to subsequently engage in physical than verbal assaults. The implications of these findings for future research and organizational practices were also discussed.

We argue that by conducting systematic research with communities rather than on communities, community-based research (CBR) methods can both advance the study of human interaction and strengthen public understanding and appreciation of social sciences. CBR, among other methods, can also address social scientists’ ethical and social commitments. We recap the history of calls by leading sociologists for rigorous, empirical, community-engaged research. We introduce CBR methods as empirically grounded methods for conducting social research with social actors. We define terms and describe the range of methods that we include in the umbrella term, “community-based research.” After providing exemplars of community-based research, we review CBR’s advantages and challenges. We, next, summarize an intervention that we undertook as members of the Publication Committee of the URBAN Research Network’s Sociology section in which the committee developed and disseminated guidelines for peer review of community-based research. We also share initial responses from journal editors. In the conclusion, we revisit the potential of community-based research and note the consequences of neglecting community-based research traditions.

Purpose – The purpose of this chapter is to provide a comprehensive overview of the substance use disparities among American Indian/Alaska Native (AI/AN) youth, the contributing factors to these disparities, proven and promising approaches through strengths-based methods, barriers to implementation of prevention and treatment efforts, and future recommendations for effective programs and research.

Approach – We have conducted a thorough literature review of relevant research studies, as well as a review of government, tribal, and community-based curricula and resources. This review of programs is not exhaustive but provides several examples of best practices in the field and suggestions for future directions.

Social implications – We strongly advocate that to accurately explore the true etiology of substance abuse and to respond to the concerns that AI/AN have prioritized, it is necessary to utilize a strengths-based approach and draw upon traditional AI/AN perspectives and values, and active community participation in the process. More specifically, prevention and treatment programs should use methods that incorporate elders or intergenerational approaches; foster individual and family skills-building; promote traditional healing methods to recognize and treat historical, cultural, and intergenerational and personal trauma; focus on early intervention; and tailor efforts to each Native nation or community.

Value – Ultimately, to reduce substance abuse disparities in AI/AN youth, we must find better ways to merge traditional Native practices with western behavioral health to ensure cultural competency, as well as to develop mechanisms to effect system- and policy-level changes that reduce barriers to care and promote the well-being of AI/AN youth, families, and communities.

Purpose – A reevaluation of the theoretical underpinnings that have been used to interpret the prehispanic highland Mesoamerican economy, with a primary focus on the Classic and Postclassic periods in the Valley of Oaxaca.

Approach – Models of prehispanic Mesoamerican economies have long been derived from theoretical constructs broadly associated with Marx's Asiatic mode of production, specifically the writings of Wittfogel and Polanyi, which emphasized centralized control of irrigation and managed systems of production and distribution. Yet, for the Valley of Oaxaca, ethnographic data point to smaller-scale, more flexible systems of production, the importance of market exchange, and mechanisms for domestic cooperation. Drawing on residential excavation data from three Classic-period sites, systematic regional surveys, and other sources, the authors find that the data from the prehispanic era conform much more closely to the ethnographic findings than the long-standing theoretical constructs. New directions for modeling the prehispanic highland Mesoamerican economy are outlined.

Findings – The chapter's empirical focus is on the Classic-period domestic economy in the Valley of Oaxaca, where many households engaged in multicrafting and produced nonsubsistence goods for exchange. The archaeological data do not support the long-held view that most domestic units were self-sufficient.

Originality/value – The chapter draws on and synthesizes the theoretical implications from decades of field research by the authors. The findings provide a basis to question traditional perspectives on prehispanic Mesoamerican economies that have guided research for decades but no longer are supported by empirical findings.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.